Nancy Tarshis


Nancy Tarshis, a speech-language pathologist and special educator with extensive experience working with children and their parents, is the Director of Early Childhood Programming at The Quad Preparatory School, which is dedicated to twice exceptional children, Grades K-12. For 27 years, she was a member of the professional team at the Children’s Evaluation and Rehabilitation Center (CERC) at Albert Einstein College of Medicine, serving as Supervisor of Speech and Language Services for 21 of them. In that capacity, she trained more than 400 SLPs currently practicing throughout the nation. As Emeritus at CERC, she participates in ongoing research and lectures to pediatric fellows, medical residents, and psychology interns. In addition, she serves as adjunct clinical instructor at New York University, Teachers College - Columbia University, and Hunter and Lehman Colleges of City University of New York, and consults on social emotional learning to a variety of public and private schools. Nancy is deeply experienced in a wide variety of treatment methodologies, including Social Thinking. She speaks frequently across the United States and internationally on its concepts and strategies, and is the co-author of We Thinkers! Volume 1 Social Explorers and We Thinkers! Volume 2 Social Problem Solvers.

Nancy’s private clinical work includes Altogether Social, a social cognitive practice she co-founded with Debbie Meringolo, that serves clients age 14 months through 22 years. Altogether Social provides individual and group sessions, trainings for parents and professionals, and school consultations.

Nancy is a member of the professional advisory boards of New York Zero to Three and Apraxia Kids (formerly the Childhood Apraxia of Speech Association of North America).

Speaking Experience

  • Narrative Development and Intervention
  • Early Identification of Autism Spectrum Disorders
  • Introduction to the ADOS
  • Pervasive Developmental Disorders
  • Childhood Apraxia of Speech
  • Play and Language: Development, Assessment, and Intervention for the Preschool Child Resilience
  • Parent-Child Dyadic Intervention for Infants
  • Handling, Positioning and Oromotor Control
  • Language Development and Language Disorders: Birth to Five
  • Play as a Context for Enhancing Developmental and Academic Skills
  • Early Intervention and Assessment of Autistic Infants and Toddlers
  • Speech and Language Assessment: Birth to Five Years
  • Interview Techniques and Hiring Practices: A Conversation with Professionals in the Field
  • Speech Therapy Post Cochlear Implant

Click here to download Nancy's CV


Nancy is intensely proud of her son, a cheese monger, currently slinging cider; daughter-in-law, a Professor of Geology; daughter, a pediatric Nurse Practitioner; and son-in-law, a consultant. She and her husband of over 35 years live in Manhattan.

Financial Disclosure
Financial: Author/speaker for Think Social Publishing, Inc., and receives speaking fees and royalty payments.
Non-­financial: No relevant non-­financial relationships exist.

Recent Articles

School-Based Preschool Programs: Inclusion or Direct Teaching

Author(s): Michelle Garcia Winner, MA, CCC-SLP, Nancy Tarshis, MA, MS, CCC-SLP and Debbie Meringolo, MA, MS

Based on the following question, I developed a response and then asked my preschool specialist colleagues, Nancy Tarshis and Debbie Meringolo, to contribute their thoughts on this topic. We know this is a delicate subject; your experience may be different from ours, as well as your opinion. We think it's critical that we all discuss different points of view related to inclusion-based education. We are not for or against blanket inclusion; instead we are proponents of “thoughtful inclusion.”

Read More

Thinking Flexibly About We Thinkers! Volume 1 Social Explorers: Your Questions, Answered

Author(s): Ryan Hendrix, MS, CCC-SLP, Kari Zweber Palmer,MA, CCC-SLP, Nancy Tarshis, MA, MS, CCC-SLP, and Michelle Garcia Winner, MA, CCC-SLP

If current trends continue, universal preschool is the next big educational initiative coming our way. And, we are thrilled about it. Study after study demonstrates the benefits of starting education early, and that education is the best way to close the income gap for disadvantaged students. It’s also the best way to provide those rich and supported collaborative learning and play experiences our children with social cognitive learning challenges need to help them close the social gap.

Read More

Why Social Thinking Developed an Interactive Play Scale (GPS) and How This Relates to Classroom Participation

Author(s): Michelle Garcia Winner, MA, CCC-SLP, Nancy Tarshis, MA, MS, CCC-SLP, Kari Zweber Palmer, MA, CCC-SLP, and Ryan Hendrix, MS, CCC-SLP

Kids come to the classroom with differing abilities. Those who are more "me based" or adult based players are not as likely to naturally figure out the dynamics of a playground or a classroom, while those with stronger "we based" play skills tend to be more fluid in their ability to attend and learn in larger groups. Learn about our new Interactive Play Scale and how you can use our tools to help the children you work with improve their social understanding through play.

Read More

View Cart Cart Items

Your Shopping Cart

Your Savings

Order Subtotal

Keep Browsing View Cart